Cambridge International Examinations

Cambridge International General Certificate of Secondary Education

* 1 9 5 2 5 9 1 9 0 9 *

0610/23

BIOLOGY
Paper 2 Core

October/November 2014
1 hour 15 minutes

Candidates answer on the Question Paper.

No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
Electronic calculators may be used.
You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.

The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

This document consists of 18 printed pages and 2 blank pages.

DC (LEG/FD) 98535/2
UCLES 2014

[Turn over

2
1

Fig. 1.1 shows five different mammals.

&

'

(
Fig. 1.1

UCLES 2014

0610/23/O/N/14

3
Use the key to identify the mammals shown in Fig. 1.1.
Write the letter of each species (A to E) in the correct box beside the key.
Key
name of mammal
1

(a) has a humped back

go to 2

(b) back is level with no hump

go to 3

(a) has one hump on its back

Camelus dromedarius

(b) has two humps on its back

Camelus ferus

(a) has black fur on its face

Lama glama

(b) fur on face is not black

go to 4

(a) neck and legs long and thin

Vicugna vicugna

(b) neck and legs short and thick

Vicugna pacos

letter

[Total: 4]

UCLES 2014

0610/23/O/N/14

[Turn over

4
2

(a) (i)

State the word equation for aerobic respiration.

(ii)

[2]

Organisms carry out aerobic respiration to release the energy they need to stay alive.
State three processes that humans carry out using this released energy.
1 .........................................................................................................................................
2 .........................................................................................................................................
3 .....................................................................................................................................[3]

(b) An investigation was carried out on two students.

Each student breathed out as much air as possible, as quickly as possible.
The volume of expired (exhaled) air and the time taken were measured.
Fig. 2.1 shows the results of the investigation.

PDOH

IHPDOH


YROXPH
RIH[SLUHG
DLUGP



WLPHV

Fig. 2.1

UCLES 2014

0610/23/O/N/14

5
(i)

State the volume of air expired by the female student and the amount of time she took to
breathe out as much air as possible.
volume ........................... dm3
time taken ........................... s

(ii)

[2]

State one difference and one similarity shown in Fig. 2.1 between the results for the
male and female students.
difference ...........................................................................................................................
...........................................................................................................................................
similarity ............................................................................................................................
.......................................................................................................................................[2]

(iii)

This investigation was also carried out on another male student who had smoked
cigarettes each day for the last four years.
Suggest one way in which the results for this student would be different to those of the
male student who did not smoke.
...........................................................................................................................................
.......................................................................................................................................[1]

(c) State two components of tobacco smoke that can damage the body.
1 ................................................................................................................................................
2 ............................................................................................................................................[2]
(d) (i)

Complete Table 2.1 by stating three ways in which anaerobic respiration is different to
aerobic respiration in animal cells.
Table 2.1
way in which anaerobic respiration is different
to aerobic respiration in animal cells

3
[3]
UCLES 2014

0610/23/O/N/14

[Turn over

6
(ii)

Yeasts carry out anaerobic respiration.

State two ways in which humans make use of this process.
1 .........................................................................................................................................
2 .....................................................................................................................................[2]
[Total: 17]

UCLES 2014

0610/23/O/N/14

7
3

Choose words from the list to complete the spaces in the sentences.
Each word may be used once, more than once or not at all.
diploid

embryo
sperm

haploid
testis

ovary

ureter

urethra

oviduct

semen

zygote

In humans, the female gamete is the egg and the male gamete is the ................................... .
Both gametes are ................................... cells.
An egg is produced by an ................................... and passes along an ................................... to
reach the uterus.
When humans reproduce, their gametes fuse to form a cell called the ................................... .
[Total: 5]

Explain why it is important for humans to carry out conservation of fossil fuels and water supplies.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[4]
[Total: 4]

UCLES 2014

0610/23/O/N/14

[Turn over

8
5

Fig. 5.1 shows a photograph of some red blood cells, taken through a microscope.

Fig. 5.1
(a) Explain how the features of a red blood cell given in Table 5.1 are important to its function.
Write your answers in Table 5.1.
Table 5.1
feature of red blood cell

explanation of importance

contains haemoglobin

no nucleus present

very tiny cell

[3]

UCLES 2014

0610/23/O/N/14

9
(b) Blood is made up of four major components. Two of these components are plasma and red
blood cells.
Name the two other major components of blood and state their function.
name .........................................................................................................................................
function .....................................................................................................................................
...................................................................................................................................................
name .........................................................................................................................................
function .....................................................................................................................................
...............................................................................................................................................[4]
[Total: 7]
6

Plants carry out translocation and transpiration to move substances.

Complete Table 6.1 to give a comparison between translocation and transpiration.
Table 6.1
point of comparison

translocation

transpiration

from .............................................

from .............................................

to .............................................

to .............................................

example of substance
moved

direction of movement
of substance

tissue where process

takes place

[Total: 6]

UCLES 2014

0610/23/O/N/14

[Turn over

10
7

The boxes on the left contain biological terms.

The boxes on the right contain definitions of these biological terms.
Draw one straight line to link each term with its correct definition.
One has been done for you.

term

definition

trophic level

unit containing all of the organisms and

their environment, interacting together in
a given area

ecosystem

diagram showing the flow of energy

from one organism to another

food chain

position of an organism in, for example,

a pyramid of numbers

herbivore

organism that gets its energy

from eating plants

carnivore

organism that gets its energy from

dead or waste organic matter

decomposer

organism that gets its energy

from eating other animals
[4]
[Total: 4]

UCLES 2014

0610/23/O/N/14

11

Question 8 begins on page 12.

UCLES 2014

0610/23/O/N/14

[Turn over

12
8

(a) Fig. 8.1 shows part of the carbon cycle.

FDUERQ
GLR[LGH
LQDLU

WUHH
ELVRQ
IDHFHV

VWUHDP

Fig. 8.1
On Fig. 8.1 draw four labelled arrows to represent the following processes:

one arrow to represent photosynthesis, labelled P

one arrow to represent decay, labelled D
two arrows to represent respiration, each labelled R.
[4]

UCLES 2014

0610/23/O/N/14

13
(b) Fig. 8.2 shows part of the water cycle.

FORXG

WUHH
ELVRQ
IDHFHV

VWUHDP

Fig. 8.2
On Fig. 8.2 draw two labelled arrows to represent the following processes:

one arrow to represent precipitation, labelled K

one arrow to represent evaporation, labelled E.
[2]
[Total: 6]

UCLES 2014

0610/23/O/N/14

[Turn over

14
9

(a) Humans need fibre (roughage) and mineral ions as part of a balanced diet.
Name four other food groups that form part of a balanced diet.
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ................................................................................................................................................
4 ............................................................................................................................................[4]
(b) Explain the importance of including fibre in the diet.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) Greater food production has helped the human population of the world to increase.
Explain two different ways in which modern technology has resulted in greater food production.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 11]

UCLES 2014

0610/23/O/N/14

15

Question 10 begins on page 16.

UCLES 2014

0610/23/O/N/14

[Turn over

16
10 Fig. 10.1 shows a diagram of the reproductive organs of a wind-pollinated flower.
RYDU\

VWDONRIVWDPHQ
ILODPHQW

Fig. 10.1
(a) State three ways in which the reproductive structures of this flower are different to those of an
insect-pollinated flower.
Write your answers in Table 10.1.
Table 10.1
structure

wind-pollinated flower

insect-pollinated flower

anther

stalk of stamen
(filament)

stigma
[3]
(b) State three ways in which an insect-pollinated flower attracts insects.
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ............................................................................................................................................[3]

UCLES 2014

0610/23/O/N/14

17
(c) The pollen grains of wind-pollinated flowers and insect-pollinated flowers are different.
Suggest one feature that would help pollen grains be dispersed by wind.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 7]

UCLES 2014

0610/23/O/N/14

[Turn over

18
11 (a) Define these genetic terms:
(i)

meiosis ..............................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

(ii)

chromosome. .....................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

(b) The petal colour in a species of plant can be blue or white.

The allele for blue petals is dominant to the allele for white petals.
The allele for blue petals is represented by B and the allele for white petals is represented
by b.
Two heterozygous blue plants were crossed.
Complete Fig. 11.1 to show the results of this cross.
EOXHSHWDOV

EOXHSHWDOV
SDUHQWDO
SKHQRW\SH

SDUHQWDO
JHQRW\SH





JDPHWHV

RIIVSULQJ
JHQRW\SH









RIIVSULQJ
SKHQRW\SH









UDWLR

 EOXH

 ZKLWH

Fig. 11.1
[5]
[Total: 9]
UCLES 2014

0610/23/O/N/14

19
BLANK PAGE

UCLES 2014

0610/23/O/N/14

20
BLANK PAGE

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

UCLES 2014

0610/23/O/N/14